Formative Assessment in Science Teaching Feedback can be a waste of time Stephen J Swithenby The Open University, Milton Keynes MK7 6AA [email protected]
Formative Assessment in Science Teaching Feedback can be a waste of time Stephen J Swithenby The Open University, Milton Keynes MK7 6AA [email protected].
Dec 22, 2015
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Formative Assessment in Science Teaching
Feedback
can be a waste of time
Stephen J Swithenby
The Open University, Milton Keynes MK7 6AA
Formative Assessment in Science Teaching
Feedback and learning
‘… if we wish to discover the truth about an educational system, we must first look to its assessment …’ (Rowntree 1987)
student respondsby engaging in
learning
expert communityinforms teacher’s
judgement
teachergrades &
provides feedback
assessment task
Answer
newtask
Formative Assessment in Science Teaching
Criteria for assessment that generates learning Engagement Feedback
Nicol and Macfarlane-Dick (2004), Gibbs and Simpson (2004)
Formative Assessment in Science Teaching
Assessment Experience Questionnaire
Open University UK
Questionnaire section Agree or
Strongly agree
Disagree or
strongly disagree
Quantity and timing feedback
e.g. I get plenty of feedback on what I am doing.
74% 12%
Quality of feedback
e.g. The feedback helps me understand things better.
74% 13%
Formative Assessment in Science Teaching
Is feedback used?
Positive responses drop to ~60% when students are asked about active use of feedback.
I look at the marks andthen put the script in adrawer in case it isuseful for revision.
Formative Assessment in Science Teaching
Why is feedback not used?
Too much
Can’t be
understood
Formative Assessment in Science Teaching
Why is feedback not used?
Focus on content
and marks
Backward looking
Formative Assessment in Science Teaching
Why is feedback not used?
Brown et al 2003
Wrong level.Doesn’t provideguidance as tohow to close theperformance gap.
Content Motivating Feedforward Furtherlearning
Other
Proportion of comments vs type
Formative Assessment in Science Teaching
Better feedback
Module design level
Require students to respond (project development)
Separate out grading and teaching
Peer assessment
Assignment level
Focus on key issues for further learning
Think beyond content
Emphasise skills that can be used in the immediate future.
Less may be more!
Formative Assessment in Science Teaching
References
• Brown, E., Gibbs, G. and Glover, C. (2003) BEE-j Volume 2 (November). Available on http://bio.ltsn.ac.uk/journal/vol2/beej-2-5.htm
• Gibbs, G., and Macdonald, R. (2004). European Association for Research into Learning and Instruction, 2003, Padova, Italy. Available online (http://www.open.ac.uk/science/fdtl/documents/earli-2003.pdf
• Gibbs, G and Simpson, C (2004) Learning and Teaching in Higher Education (on-line).’ 1(1), 3-31. Available online at http://www.glos.ac.uk/adu/clt/lathe/issue1/index.cfm
• Nicol, D. and Macfarlane-Dick, D. (2004) In: C. Juwah, D. Macfarlane-Dick, R. Matthew, D. Nicol, D. Ross and B. Smith, Enhancing Student Learning through Effective Feedback, Higher Education Academy Generic Centre, Available online at http://www.heacademy.ac.uk/senlef.htm
• Rowntree D. (1987) Kogan Page, London.
• Quality Assurance Agency QAA 097 01/06. Available online at http://www.qaa.ac.uk/reviews/institutionalAudit/outcomes/Assessmentofstudents.asp
Related Documents
